Three out of four high schools in Lubbock ISD were rated unacceptable by the Texas Education Agency, according to results released by the district Thursday.
As a district, LISD was rated acceptable, but of the four high schools Lubbock High was the only school to receive an acceptable rating. Last year they were a recognized school. Monterey, Coronado, and Estacado high schools all received unacceptable ratings.
This was the first year the ratings didn't include the Texas Projection Measure. The district says the measure passed failing students who showed improvements.
We were told superintendent Dr. Karen Garza had to leave town for a funeral, but a district spokesperson did ask the superintendent questions on a tape provided to Channel 11. We have chosen not to air that interview.
In the video, Dr. Garza expressed disappointment in the ratings but adds that more than half of the schools in the district received recognized or exemplary ratings.
Frenship and Lubbock Cooper ISD both received high ratings for their students. For the 3rd year in a row Frenship received a Recognized Ratings for their students performances and Lubbock-Cooper for the 4th consecutive year was either recognized or exemplary.
A statement released by the district says schools with unacceptable ratings will receive more support and supervision:
Thursday, July 28, 2011
(Lubbock) Like many districts across the state, Lubbock ISD experienced a decline in the number of Exemplary and Recognized campuses in the state accountability ratings released today by the Texas Education Agency (TEA), despite increasing performance in all grades and subject areas since the Texas Assessment of Knowledge and Skills (TAKS) test was introduced in 2003. However, more than half of LISD schools were rated Exemplary or Recognized, the top two ratings given by TEA.
The removal this year of the controversial Texas Projection Measure (TPM), which counted students who failed the test as passing based on their improvement, impacted ratings statewide. When the TPM is removed from the calculation of ratings in 2010 for an "apples-to-apples" comparison, LISD shows an increase in Exemplary and Recognized campuses when compared to 2010 ratings. Students continue to show high levels of achievement on tests in Reading/English Language Arts (ELA), Writing and Social Studies, while challenges remain for some students in the areas of math and science. However, over the past two years, student performance for African-American, Hispanic and economically disadvantaged students in Math, Science, Social Studies and Writing has increased, while Reading/ELA scores remain at high levels.
Superintendent Karen Garza, Ph. D., expressed disappointment in the ratings, but applauded the work of classroom teachers. "It is very demoralizing to the schools that experienced a drop in their accountability ratings despite the very hard work being done by teachers in classrooms across the district. There were many factors that impacted a decline in ratings in Lubbock ISD and across the state; however, we are responsible for preparing all students for academic success and we have implemented numerous strategies to ensure we are responsive and accountable for every student," Garza said.
The schools with a rating of "Unacceptable" will receive focused support, supervision, and mentorship from central office leadership as priority schools. The district's "Standards for Leading School Improvement" plan will include curriculum monitoring, assessment of student progress, intervention responses to students in need of additional instruction and giving high quality feedback to teachers, administrators and students. Critical to the improvement will be meeting the social and emotional needs of students, particularly the student groups that have not been successful on TAKS in the past. Attendance and weekly academic success in the four core subject areas will be more significantly monitored by staff at the priority schools. Mathematics remains a key growth area for the district at each grade level. Intensive professional development for teachers and continued support for the ongoing implementation of the district curriculum will be pivotal in improving student achievement in mathematics and other content areas.
In addition to the removal of TPM, several other requirements changed for the 2011 accountability ratings. Passing standards increased in the areas of math and science, and the scores of more special education students counted in the ratings this year. Schools had an added measure requiring 25 percent of students to score at the "Commended Level" in order to be an Exemplary school and 15 percent of students to score at the "Commended Level" for schools to earn a Recognized rating. In order for a student to receive a commended score, they must meet a higher standard, answering approximately 90 percent of the questions on a test correctly. District "Commended" scores met or exceeded 2010 scores in 21 of 25 performance measures, indicating students are mastering or understanding content at a higher level. For example, more than 75 percent of elementary schools in Lubbock ISD had at least a third of students achieve the commended level in one or more subject areas.
Exemplary campuses for 2011 include Haynes, Honey, Murfee, Whiteside and Roscoe Wilson Elementary Schools. Campuses receiving the Recognized rating are Bayless, Centennial, Guadalupe, Hardwick, Iles, Jackson, Maedgen, Parsons, Ramirez, Roberts, Rush, Smith, Tubbs*, Waters, Wester, Wheelock, Williams and Wright Elementary Schools. Evans, Hutchinson and Irons Middle Schools earned a Recognized rating, as did the Margaret Talkington School for Young Women Leaders.
The sixteen campuses rated Academically Acceptable are: Arnett*, Bean, Bowie, Bozeman, Brown, Dupre, Harwell, McWhorter, Overton, Stewart, Wheatley and Wolffarth Elementary Schools; Cavazos, Dunbar, Mackenzie and Smylie Wilson Middle Schools and Lubbock High School. Schools rated Unacceptable were Hodges and Parkway Elementary Schools; Alderson*, Atkins, and O. L. Slaton Middle Schools; Coronado, Estacado and Monterey High Schools (MHS).
Schools are labeled Exemplary, Recognized, Acceptable or Unacceptable based on their lowest area of performance when sorted by subject, socio-economic and ethnic groups. Math was the subject area primarily responsible for the unacceptable ratings for high schools. Lubbock ISD high schools must meet the standard in all performance measures, typically 25 areas, to be rated Acceptable. Each of the four subject areas tested, Reading, Math, Social Studies and Science, are broken out into student groups of All-Students, African American, Hispanic, White and Economically Disadvantaged. The accountability rating for schools is determined by the lowest area of performance among all the student groups.
In 21 areas measured, Coronado High School met or exceeded accountability standards; however, they fell short in three student groups in the math subject area, giving the school an Unacceptable rating. Of 1499 students taking math tests in grades 9 through 11, the school missed the acceptable standard by 17 students in the African-American student group, 29 students in the Hispanic student group and 61 students in the Economically Disadvantaged student group.
Estacado High School saw growth in math scores, but fell short of the acceptable standard by 46 students in the African-American student group, 13 students in the Hispanic student group and 68 Economically Disadvantaged students. Of 1408 students tested, Monterey High School fell short of the acceptable rating in math by 23 students in the African-American student group, 62 students in the Hispanic student group and 96 Economically Disadvantaged students. In science, MHS missed the acceptable accountability rating by 15 students in the African-American student group.
Completion rates are also factors in the ratings for Texas high schools. The completion rate tracks students from ninth grade through graduation and measures the number of students, by ethnic and socio-economic student groups, that actually graduate. LISD showed significant increases in completion rates, in all student groups, compared to the previous year. For example, completion rates for economically disadvantaged students increased by more than seven percentage points over the previous year.
As schools prepare for the more rigorous STAAR test (State of Texas Assessment of Academic Readiness), which begins next year, district officials believe the aligned district curriculum, C-SCOPE, will begin to bridge learning gaps created by the absence of an aligned curriculum, and student performance will improve on standardized tests.
*indicates schools that were consolidated and closed at the end of the 2010-11 school year
Copyright 2011 KCBD NewsChannel 11. All rights reserved.